Applying Task-based Appraoch to Teaching Fables to Comprehensive High School Students: A Case Study

• Main Authors: Shiao-ling Chin, 金小玲
• Other Authors: Pen-shui Liao
• Format: Others
• Language: en_US
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/47126890003534927573

碩士 === 國立高雄師範大學 === 英語學系 === 95 === ABSTRACT The study aims to investigate both students’ attitude toward Task-based Language Teaching and the effect of applying Task-based Language Teaching Approach on fables to teaching English to comprehensive high school students in Taiwan. In this study, the researcher selected six fables and designed some pedagogical and real-life tasks to elevate students’ interest in reading. The researcher hoped that while trying to achieve an outcome of the task, students can use their own background knowledge and skills to communicate through the target language; and their language competence can be improved spontaneously during the process. One hundred and eight subjects from two classes in Shu-Te Comprehensive High School were involved in this research. The major findings are presented as follows: 1. After the implementation of Task-based Language Teaching Approach, students’ learning attitude changed from passive to active. The interesting tasks stimulate a spontaneous desire in students to improve their language competence in a cooperative and harmonious learning environment. 2. Students considered tasks such as jigsaw, brainstorming, information gap and problem solving to be effective ways in learning English. They also thought that real-life tasks such as singing contest, trip planning, menu designing and class leader election campaign provided them with a chance to explore their multi-intelligence abilities. 3. Students’ responses showed a strong link with reading fables. They agreed that fables selected in this study were fun, attractive, and meaningful and could make them ponder more on moral concepts. 4. Pair work and group work were also proven helpful learning strategies in teaching English to big classes with more than 50 students. 5. Students’ English proficiency had been elevated after the implementing of the study. The difference of statistical values between the pretest and the post-test showed improvement in both students’ reading comprehension and sentence construction abilities. In conclusion, the researcher hopes that this study can offer some suggestions and implications for English teachers who seek alternative ways to vitalize their English class, and for textbook publishers and writers to take into account in designing proper textbooks for vocational and comprehensive high school students.